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A Study on the Acquisition of English Prepositions by Japanese EFL Learners: Influence of Prototypicality, Semantic Relations, Familiarity, and L2 Proficiency

Zuyang Jerrie Zhang|Remi Murao
아시아테플 (AsiaTEFL (The Asian Association of Teachers of English As a Foreign Language))|2024.03|Journal of Asia TEFL|제21권 제1호|pp. 90-118|DOI http://dx.doi.org/10.18823/asiatefl.2024.21.1.6.90

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참고문헌

키워드

EFLsecond language acquisitionprototypicalityprepositionssemantic relations

초록

本研究の目的は、日本人英語学習者の前置詞in、on、atの習得に関わる要因の究明である。 実験参加者には1)前置詞の空所補充、2)連語表現の親密度評価、3)英語熟達度テストといっ た三つのタスクに取り組んでもらった後、英語学習背景に関するアンケートに答えてもらっ た。前置詞空所補充タスクの得点を従属変数とした一般化線形混合モデルにより、前置詞と 名詞の概念的関係性（空間関係、時間関係、抽象関係）、プロトタイプ性、前置詞と名詞の コロケーション親密度、および英語熟達度といった四つの要因の効果を分析した。また、日 本人英語学習者に共通してみられる前置詞の誤用にはどのような特徴があるかを考察した。 その結果、抽象関係にある前置詞を習得するには、L2の習熟度が不可欠であることが示さ れた。また、プロトタイプ性と空所補充課題の得点には負の相関関係が見られた。プロトタ イプ性とコロケーション親密度との交互作用は有意であり、プロトタイプ性が低いほど、親 密度の影響が大きくなることが明らかとなった。本研究が示す学習者の誤用パタンは、前置 詞の習得難易度に関わる要因について示唆を与えるだけでなく、学習者がどのように前置詞 の意味の拡張を習得していくかを理解するのにも貢献する。

Abstract

Previous studies have generally stated that L2 learners have difficulty mastering English prepositions with less prototypical meanings, while some studies have shown the opposite. This suggests that prototypicality may not necessarily be the only influence on learning English prepositions. The current study examined the acquisition of prepositions in, on, and at by Japanese EFL learners and further explored the impact of prototypicality, L2 proficiency, semantic relations (temporal, spatial, and abstract usages), and familiarity on prepositional knowledge. The results showed that L2 competence is essential to obtain prepositions in abstract usages. In addition, a negative correlation was found between prototypicality and accuracy. There was also a significant interaction between prototypicality and familiarity, where the lower the prototypicality, the greater the influence of familiarity on acquisition accuracy. A higher level of familiarity compensates for the difficulty of the extension meanings brought to them by the prepositions, which occurs in different L2 proficiency groups. The error patterns found in the study not only can help teachers understand the complex extensions acquired by Japanese EFL learners but also provide a clear view of the difficulty encountered in the process of acquiring English prepositions.

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